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PEER REVIEW WORKSHEET: A Framework for Constructive and Collaborative Response



Below are resources that University Writing has developed to support students and instructors across the disciplines in their writing and writing instruction. We define writing broadly, so you will find resources on ePortfolios, visual design, professional communication, and presentations in addition to traditional writing tasks like reflective writing, literature reviews, peer review, and editing and proofing.


Once you have a draft of your assignment sheet, you can work with a colleague in your department or institution and use this peer assignment worksheet to get feedback on how well your assignment is achieving the principles in the handout above




PEER REVIEW WORKSHEET.pdf



These practice worksheets help you review and give feedback on a sample IRB scenario. By analyzing these samples, we hope you learn strategies for writing and revising your own application and protocols


Peer review can be an effective means for engaging students in writing projects. In peer review, students give one another feedback on a draft of a writing project, or a portion of a writing project, using a set of clear criteria as a guide.


This handout will help you articulate the role of peer review in your course, both for yourself and for your students. This page includes a set of questions about the role of peer review in your course, and the reverse describes the elements of effective peer feedback


Your personal brand is a representation of your work that tells your professional story. Taking time to reflect on and develop your personal brand can help employers, review committees, and graduate schools know who you are, what you do, and what you value. The resources below will introduce you to personal brand and help you begin to develop a personal brand statement.


  • State English Language Proficiency (ELP) Assessment Peer Review Webinar (January 31, 2019). An webinar was offered January 30 and repeated on January 31, 2019. The webinar was aimed at providing specific information about the upcoming ELP assessment peer review for States preparing submissions of evidence.Link to archive recording of webinar (January 31, 2019).

  • Webinar PPT Slide (PDF)

  • Webinar Q and A Summary (PDF)

  • State Academic Assessment Peer Review Webinar (October 17, 2019). The webinar was aimed at providing specific information about the upcoming assessment peer review for States preparing submissions of evidence.

  • Link to archive recording of webinar (October 17, 2019)

  • Webinar PPT Slide (PDF)

  • Assessment Peer Review Seminar (August 1 and 2, 2018). An assessment peer review seminar was held in Washington, DC on August 1 and 2, 2018. The seminar was focused on the updated guide for State Assessment Peer review, including the peer review of English Language Proficiency (ELP) assessments. Panel discussions that involved assessment experts (including many assessment peer reviewers) on a variety of salient topics were held. A complete summary of the seminar materials, including handouts, summary notes, participant list and video of all sessions are available at this link.



Download Zip Files of AICPA Peer Review Engagement Checklists and Other Practice Aids Available only to AICPA members: This zip file contains the team and review captain packages members (materials for system and engagement reviews that include peer review engagement checklists; engagement profiles, and system and engagement review practice management toolkits (tools and resources for performing peer reviews).


Download the Table of PRPM Sections (including checklist numbers), section titles, and the dates the section was last modified (updates are effective for reviews commencing on or after the 1st of the next month).


The structure of a course review depends on the QM Rubric you select, the type of course you want to evaluate, and the type of review you want to conduct. For example, a Self-Review, Internal Review, and Official Review will all be structured differently. And the QM Rubric you select for your organization will affect the composition of your review team, as well as the QM Standards you have to meet.


Based on the type of review, a QM staff member or the QMC is responsible for reviewing and approving the application. When the application is approved, the Course Representative (instructor) is notified by email that the Course Worksheet is available in the system for completion. The Course Representative uses the Course Worksheet to provide general information about the course for the review team to use as they're reviewing a course. Several Rubric Standards also contain annotations that direct reviewers to look for information supplied on this Worksheet.


Concurrently, the QM staff member or QMC identifies possible review team members and contacts each one to confirm availability and interest in serving on the review team. The composition of the review team* depends on the QM Rubric you select. However, for reviews that lead to QM Certification, all reviewers must be QM-Certified Peer Reviewers.


After the QM staff member or QMC adds the review team, each reviewer has access to the Course Worksheet and their individual Reviewer Worksheets. Once the review is opened, the Chair sends an Introduction email, which also requests course access and scheduling of the Pre-Review call. The Pre-Review call allows the instructor to "meet" the review team and answer any questions before they start their review. Prior to the call, the review team should review the Course Worksheet and log into the course to see if they have any questions. While we recommend that all reviewers attend the Pre-Review call, we require the Chair to have this call with the Course Representative. Typically this call takes about 20-30 minutes.


Following the Pre-Review call, the review team uses the Course Review Management System (the fully automated rubric tool) to complete their independent reviews. The feedback provided in a course review is collegial in tone and language; however, the reviews are rigorous and even courses that meet Standards will benefit from the detailed, specific, and relevant feedback that is provided.


The reviewers independently look at each Specific Review Standard and decide whether it is "Met" or "Not Met," applying an 85% threshold in making his or her decision. Each reviewer is required to provide evidence to support his or her score. If a reviewer finds that a Standard is "Not Met," he or she is also required to provide suggestions for improvement that include specific changes that a course developer should implement for the course to meet the Standard. For Standards that are "Met," suggestions for improvement are not required, but suggested as a good practice. During the review, any questions about the course are directed to the Chair, who then contacts the Course Representative.


In order for a course to earn QM Certification through an official Subscriber or QM-Managed review, it must meet all Essential Standards and receive a minimum score, which is specific to the Rubric used for the review.


At the conclusion of the independent review, the review team conducts a Post-Review call to discuss the review and any Standards that are not met. The Course Representative from your organization is not included in this call. When ready, each reviewer submits their Reviewer Worksheet. The Chair then submits the Final Report. The Final Report shows the aggregate findings of the reviewers for each Standard. It includes their determination of "Met" or "Not Met," as well as the recommendations made by each reviewer.


A typical Official Course Review takes 4-6 weeks. If the course does not initially meet QM Rubric Standards, you can submit an amended course within 14 weeks of the date the Final Report was submitted. The Team Chair will then review the amendments and confirm if the course meets QM review standards. If the course has met QM Standards, the course will achieve the QM Certification Mark and be recognized on the QM website. This review process is intended to help organizations create a culture that is focused on quality assurance and continuous improvement of their online and blended courses.


Peer review is a common stage in writing projects. Teachers include it because it's useful for students to see how other people read their work. The point isn't to grade a peer's work, but to offer insight about audience reactions. Good peer reviews answer questions like "do readers understand the points I'm trying to get across, or are they reading me wrong?" and "am I using the right arguments and evidence for the audience I'm trying to reach?"


Common misconceptions on both reviewer and reviewee sides, however, often keep peer review from being as effective as it can be. Students doing the reviewing often resort to commenting on grammar or punctuation because they're not sure what to focus on, and those concerns are usually easily spotted and corrected. Likewise, students getting reviews may not know how to take feedback on board in revision, or they may ignore peer feedback in favor of feedback from the instructor because they view instructor feedback as more accurate or more important.


When you're giving feedback in peer review for a class, the best way to structure your feedback is usually by using the rubric or assignment sheet. This helps you give the most attention to the parts that are going to help your partner the most, even though you're not actually grading the work. Below, we discuss some strategies for using a rubric or an assignment sheet to help you give feedback. 2ff7e9595c


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